CURRICULUM AND ASSESSMENT FRAMEWORK UPDATES

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1 CURRICULUM AND ASSESSMENT FRAMEWORK UPDATESAs of 02/17/14 Special ManCom Meeting on SHS Preparations. For DEPED USE ONLY

2 Curriculum Updatesconducted a Curriculum Compliance Workshop for modelling schoolscrafted 29 Curriculum Guides for new TechVoc Track specializations for STVEP schoolsstarted dialogues with schools offering/proposing unique programsstarted to compare the Alternative Learning System (ALS) curriculum with the finalized K to 12 CurriculumThere are plans to modify the SPED, SPA, SPS, SPFL and STE curricula.currently in the process of revising the guidelines and policies of SPED

7 CREDENTIALS/CERTIFICATIONS at the end of Grade 6 = Elementary Certificateat the end of Grade 10Junior High School Certificateat the end of Grade 12Secondary Diploma(with specializations, if applicable)

12 ASSESSMENT CUBE Mother Tongue K to 3 Filipino English Science MathAraling PanlipunanEdukasyon sa PagpapakataoTLEMAPEHGrades 4 to 6Information, Media and Technology SkillsLearning and Innovation SkillsCommunication SkillsLife and Career SkillsGrades 7 to 10Math Communication Skills Grades 7 to 12Representing and communicatingVisualizing and modelingApplying and connectingInformation, Media and Technology SkillsLearning and Innovation SkillsCommunication SkillsLife and Career SkillsGrades 11 to 12Information, Media and Technology SkillsLearning and Innovation SkillsCommunication SkillsLife and Career SkillsInformation, Media and Technology SkillsLearning and Innovation SkillsCommunication SkillsLife and Career Skills

13 System Evaluation SYSTEM ASSESSMENT: Stratified Random SamplingExternal (International Assessment for Benchmarking)Programme for International Student Assessment (PISA)Trends in International Mathematics and Science Study (TIMMS)Progress in International Reading Literacy Study (PIRLS)OthersInternal (National-based)end of Grade 3end of Grade 6end of Grade 10end of Grade 12

15 Entry requirements for Junior High School special programsKINDER TO GRADE 6 ASSESSMENTSat the end of Grade 3=MLE-based assessmentat the end of Grade 6Entry requirements for Junior High School special programsDECISION POINTSADMISSIONSSTUDENT PROGRESSEXIT1. Do we have admission assessment for special JHS programs?Are there maintaining averages to stay in the special programs?Does the exit exam in Grade 6 become considered in admissions to Special JHS programs?2. Where does the test come from?3. For areas that require performance assessments, who does assessments?5. Do we merge Special Science classes with Gifted classes?5. If we do not merge, do they have different admission tests?

16 secondary exit assessment National Certificate Test (when applicable) GRADES 7 TO 10 ASSESSMENTSat the end of Grade 9=career assessmentat the end of Grade 10secondary exit assessmentNational Certificate Test(when applicable)Entry requirements for Senior High School Tracks/StrandsDECISION POINTSADMISSIONSEXITDo we set a number of entry slots for each Track/Strand?Does the exit exam in Grade 10 become considered in admissions to Special SHS programs?2. Do we have admission assessment for SHS Tracks/Strands?3. Where does the test come from?4. For areas that require performance assessments, who does assessments?

17 Exit assessment from Basic Education National Certificate Exams GRADES 11 TO 12 ASSESSMENTSat the end of Grade 12=Exit assessment from Basic EducationNational Certificate Exams(when applicable)Admissions for higher educationEntry assessment for work skillsExpanded Tertiary Education Equivalency and Accreditation (ETEEAP)DECISION POINTSDo we only assess the Core Subjects?Third party assessments will validate the Tracks and Strands.

18 OTHER DECISION POINTSALS AssessmentHow do we establish equivalence between and among types of knowledge and skills?Community knowledgePrior learningIndigenous knowledgeSchool knowledge (content area)Workplace learned knowledge and competencies

19 International Classification on Functional Disability (ICF model)SPECIAL EDUCATION ASSESSMENTSInternational Classification on Functional Disability (ICF model)Developed by the World Health Organization (WHO) in measuring functional capacityUsed by the Washington Group on Disability Statistics in the identification of disability among individuals.People are not identified as having a disability based upon medical condition, but rather are classified according to a detailed description of their functioning within various domains.

20 International Classification on Functional Disability (ICF model)SPECIAL EDUCATION ASSESSMENTSInternational Classification on Functional Disability (ICF model)Basic questions: How much difficulty is experienced?Does the child have difficulty inseeing?hearing?remembering or concentrating?communicating?self-care?

21 Sample Census QuestionsSPECIAL EDUCATION ASSESSMENTSSample Census QuestionsQuestion: Do you have difficulty in seeing even if wearing glasses?Answer:No – no difficultyYes – some difficultyYes – a lot of difficultyCannot do at all2. Do you have difficulty in hearing even if using hearing aid?3. Do you have difficulty with (self-care such as) washing all over or dressing?4. Do you have difficulty walking or climbing stairs?

22 NEXT STEPS IN SPED ASSESSMENTAssessment (more broad-based/ multi-factored/ generic/ domain-based) Hypothesis (interpretation of results) Diagnostic-teaching (to test the initial hypothesis) What initial intervention can we provide based from the initial assessment? What teaching methods/ strategies can be used to address initial result? Analyze diagnostic-teaching results Is there improvement after the intervention? If not, conduct a more specific assessment. Next level of assessment Based from the results of the intervention, conduct another level of assessment.

23 PLAN FOR SPED ASSESSMENT AND INTERVENTION SYSTEMLEVELASSESSMENTINTERVENTIONSchoolMulti-factored AssessmentTool that can be used in schoolsClassroomDistrict/DivisionPsycho-educational/ MedicalTools for special needs not addressed in the schoolTherapy CenterBeyond DivisionMedical/ Psychological/ ClinicalReferral for medical/ psychological assessmentTherapyClinic

24 PLAN FOR SPED ASSESSMENT AND INTERVENTION SYSTEMInstructional and Teacher Development FrameworksInclusion FrameworkView of Special Education Needs (SEN)View of Child and LearningPLAN FOR SPED ASSESSMENT AND INTERVENTION SYSTEM

25 Assessment Framework UpdatesIn the process of:creating a National Technical Working Group (TWG) on Assessment with sub-TWGs on System Assessment, National Learning Assessment and Classroom Assessment2. identifying the 21st century essential skills in the K to 12 Curriculum3. drafting a language test for Grade 3Next StepsWorkshop on the description/definitions of developmental progressions of the 21st century skills sub-skills2. Development of assessment instruments